LCT-5000 v1

Barbour, M. K., & E, V. W. (2024). Voices from the field: Lessons for K-12 remote teaching from experienced online learning practitioners. I-Manager's Journal on School Educational Technology, 19(4), 12-23.
This resource analyzes interviews with 27 K-12 distance/online learning experts conducted during the early COVID-19 pandemic, as schools rapidly transitioned to emergency remote instruction. Short video interviews gathered insights from veteran online teachers, school leaders, officials, and scholars on effective remote practices and supporting home learning. Five key themes emerged from qualitative analysis of the transcripts: leveraging synchronous learning for engagement, community, and social-emotional needs; building personal connections among teachers, students, and parents; using technology simply and purposefully; individualizing learning experiences; and distinguishing emergency remote teaching from well-designed online learning. Findings highlighted the value of synchronous interaction, simplicity in technology use, personalized instruction, and managing expectations around crisis teaching limitations compared to systematic online programs. 

Beck, D., & Beasley, J. (2021). Identifying the differentiation practices of virtual school teachers. Education and Information Technologies, 26(2), 2191–2205.
This study asked virtual teachers from two distinct types of schools to discuss their differentiation practices and compared differentiation practices of teachers across these schools. Nineteen focus groups consisting of 92 teachers were conducted. Results showed that the large majority of teacher comments about differentiation definitions, assessments, curriculum, grouping, and strategies fell in the novice category, and that newer virtual schoolteachers may struggle in developing skills in differentiation in an online environment.

Can, T., Kucuk, S., & Simsek, I. (2020). Examining K-12 students’ preferences and attitudes on mobile learning. International Journal of Technology in Teaching and Learning, 15(2), 95–108.
The aim of this study was to examine K12 students' preferences and attitudes on mobile learning. According to the results, watching videos, playing music, playing games, taking a picture, accessing the Internet are the most common uses of mobile devices for the students. The students' attitudes towards mobile learning are highly positive. The male students' perceived ease of use towards mobile learning is higher than females. The secondary and high school students' perceived ease of use is higher than primary school students. Moreover, the high school students' desire for learning is higher than the others. Implications were discussed in terms of practices for mobile learning in K12, and directions for further research.

Chiu, T. K. F. (2021). A holistic approach to the design of Artificial Intelligence (AI) education for K-12 schools. TechTrends: Linking Research and Practice to Improve Learning, 65(5), 796–807.
Artificial intelligence (AI) education in K-12 schools is currently very popular, but educators and experts have found designing AI-related curricula a challenge. In developing curriculum, teachers' perspectives are essential, to make sense of emerging AI technology. This study develops a model of curriculum design that includes the four aspects of content, produce, process, and praxis. The findings thus reveal six key components: AI knowledge, AI processes, the impact of AI (content and product), student relevance, teacher-student communication, and flexibility (process and praxis). 

Rauber, M. F., & Gresse Von Wangenheim, C. (2023). Assessing the learning of machine learning in K-12: A ten-year systematic mapping. Informatics in Education, 22(2), 295–328.
Although Machine Learning (ML) has already become part of our daily lives, few are familiar with this technology. Thus, in order to help students to understand ML, its potential, and limitations and to empower them to become creators of intelligent solutions, diverse courses for teaching ML in K-12 have emerged. Yet, a question less considered is how to assess the learning of ML. The simplest assessments range from quizzes to performance-based assessments assessing the learning of basic ML concepts, approaches, and in some cases ethical issues and the impact of ML on lower cognitive levels. Feedback is mostly limited to the indication of the correctness of the answers and only a few assessments are automated.

Rockwood, P. R., & Rouse, M. (2023). The costs of COVID: A comparative analysis of K-12 curriculum delivery in Illinois & Iowa rural school districts as a result of varying pandemic mandates. Thresholds in Education, 46(3), 366+.
In March 2020, COVID-19 resulted in school closures for the remainder of the 2019-2020 school year across the nation. Because of the pandemic predictions regarding the school year, concerns regarding curricular offerings and delivery surfaced quickly. A study was conducted in two neighboring Midwestern states with different directives for the 2020-2021 school year. This resource focuses on how state mandates impacted curriculum offered, curriculum delivery strategies used, and professional development on remote learning provided to teachers before the start of the 2020-2021 school year.

Rice, M.F. (2019). Accessibility that supports literacy: Virtual school course design teams’ instructional planning for students with disabilities. Online Learning, 22(4).
This study describes research where course designers worked to meet accessibility standards and promote literacies online for all students, especially students with disabilities. Four strategies for promoting accessibility emerged as findings: (1) composing clear articulations of learning outcomes; (2) promoting personalized and contextualized learning, and (3) planning for visual and audio representation of concepts.

Tantillo, P. C., & Slade, A. (2022). Everyday SEL in the virtual classroom: Integrating social emotional learning and mindfulness into your remote and hybrid settings. Taylor & Francis Group.
The authors provide concrete suggestions and activities for integrating social and emotional learning in the virtual classroom.

Toppo, G. (2024, December 4). Q&A: Putting AI in its place in an era of lost human connection at school. the74million.org.